高中语音课英文教案
【篇一：高中英语语音教学】
新高中英语是人民教育出版社、课程教材研究所根据教育部制定的《普通高中英语课程标准（实验）》（下称《课程标准》）编写的
高中课程标准实验教科书。高中英语课程总的目标是培养学生综合
语言运用能力，即口头交际和笔头交际的能力。口语交流包含听和说，在口语交流中交际的双方既要听懂另一方的话语，又要能使用
自然规范的语音语调表达意义。听懂话语和口头表达意义都需要掌
握口语的特点，这都与语音有关。因此，语音教学在培养交际能力
方面扮演着重要的角色，是语言教学的重要内容之一（《课程标准》第64页），也是培养学生综合语言运用能力教学工作的一个组成部分。
在聆听信息处理过程中，听者要懂得使用连贯话语语音现象的知识
去切分声音和解决歧义的问题（何广铿，2002：35），因此，外国
学生不管是否在自己的讲话中使用英语的弱读、连读、同化、省音
等语音形式，他们必须懂得其存在；不然的话，他们要听懂普通英
语口语会有困难（cruttenden, 2001: 292）。从这个意义上来说，
在语音教学中讲授英语连贯话语中的弱读、连读、同化、省音等现
象有助于培养学习者的聆听能力。当然，如果他们在话语中能使用
这些语音形式，他们的话语会更像目的语的话语。再者，由于英语
存在不同的语体，如英国英语、美国英语等，明了它们的异同也能
提高学习者的聆听能力。我们可以说为了交际能力的培养，英语方
言的知识应成为我国英语学习者语音学习的内容。
一些语音学家还对外国学生学习英语语调提出了意见。外国学生如
要培养较好的朗读技巧，需要懂得把英语话语切分为恰当的语调群（intonational phrases，也可称 tone groups, thought groups）；外国学生应注意把调核放在句子的焦点；外国学生还必须懂得使用
恰当的语调，其中包括降—升调去表述意义（cruttenden, 2001: 275, 276）。这意味着要成功交际，外国学生在学习英语时还应注意意群（语调群）、停顿和语调的正确使用。对学习者来说，这是在
说方面的要求。
根据上面的论述并结合《课程标准》语音项目表的内容，高中英语
课程语音教与学的内容可以综合概括如下：
一、教学内容
通过英语语音教与学，学生 1. 进一步巩固基本读音能力
，即能按读音规则读出新单词的音；
2. 明了操英语为本族语的人士如何在连贯话语中使用连读、弱读、
同化、不完全爆破、停顿和不同的语调等进行口语交流；3. 掌握英
语元、辅音的发音，连贯话语中重音、连读、弱读、不完全爆破、
停顿和语调的使用；4. 在基本掌握英语口音（这里指 received pronunciation 下称 rp）的基础上，接触美国口音（这里指
general american下称 ga），为顺利进行交际打下基础；5. 掌握
朗诵和演讲的语音技巧。
上面五个方面的教学内容可以具体描述如下：
1. 基本读音能力包括掌握
（1）元音字母和元音字母组合在重读音节的读音，如 role, polite, cheat 等。
（2）元音字母和常见元音字母组合在轻读音节的读音，如 finally, position, valley 等。
（3）辅音字母及辅音连缀的读音，如 judge, stage, include 等。
2 明了操本族语的英语人士在连贯话语中使用不同的语音手段进行
交流。这些语音手段包括：
（1）连读
①两单词同属一意群时，前一单词以辅音结尾，而后一单词以元音
开头，结尾的辅音与开头的元音连读（celce-murcia, 2001(ed): 121，122；celce-murcia, et al, 1996: 158, 159）。如：
lisa wrote a letter
︶
all of them
︶
②两单词同属一意群时，前一单词以 r 或 re 结尾，后一单词以元
音开头，这时原不发音的字母 r 发/r/，与后开头的元音连读（cruttenden, 2001: 288, 289）。如：
for a meeting
︶
here is a letter.
︶
（2）弱读
①明了//是非重读音节出现最普遍的元音，也是语篇中频率出现最
高的元音（cruttenden, 2001: 148）。
②掌握最常用的功能词的弱读形式（cruttenden, 2001: 252, 253；roach, 1991: 103-108）。
● the: 弱读形式在辅音前读/h/，在元音前读/h/
● a, an: 弱读形式在辅音前读//，在元音前读/n/
● and: 弱读形式/n/和/nd/
● but: 弱读形式/bt/
● that: 弱读形式在引出从句时读/ht/，作指示代词用强式读音/h#t/● than: 弱读形式/hn/
● his: 弱读形式/z/，但在句子开头和作物主代词读/hz/
● her: 弱读形式在辅音前读//，在元音前读/r/；在句首读/h/
● your: 弱读形式在辅音前读/j/，在元音前读/jr/
● he: 弱读形式//，在句首读/h/
● him: 弱读形式/m/
● them: 弱读形式/hm/
● us: 弱读形式/s/
● at: 弱读形式/t/, 在句末读/#t/
● for: 弱读形式在辅音前读/f/，在元音前读/fr/；在句末读/f:/
● from: 弱读形式/frm/, 在句末读/frm/
● of: 弱读形式/v/,在句末读/v/
● to: 弱读形式在辅音前读/t/，在元音前读/tu/；在句末读/tu/
● as: 弱读形式/z/, 在句末读/#z/
● some: 弱读形式作“一些”解时读/sm/，作“某一”解和在句末时读/sm/
● there: 作引导词，弱读形式在辅音前读/h/，在元音前读/hr/；在句末和作指示代词读/he/
● can, could: 弱读形式分别读/kn，kd/，在句末分别读/k#n/和
/kud/
● have, has, had: 弱读形式分别读/v, z, d/，在句末分别读/h#v,
h#z, h#d/；have 在 i, we, you，they 后读/v/；had 在 i, he, she, we, you, they 后读/d/
● shall, should: 弱读形式分别读/.l, .d/；在句末分别读/.#l, .ud/
● must: 作“必须”解时，弱读形式在辅音前读/ms/，在元音前时读/mst/；在句末读/mst/；作推测意为“必定”时读/mst/
● do：作助动词时，弱读形式在辅音前读/d/，在元音前读/du/，在句末读/du:/
● does: 弱读形式/dz/, 在句末读/dz/
● am：弱读形式在 i 后读/m/，在其他地方读/m/；在句末读/#m/
● are: 弱读形式在辅音前读//，在元音前读/r/，在句末读//
● was: 弱读形式/wz/, 在句末读/wz/
（3）同化
①顺同化：前面的一个音影响后一个音，使后面的音变得跟它相似。例如：whats (/′wts/) on the desk?
②逆同化：后面一个音倒过来影响前面一个音，使前面的音变得与
它相似。例如：this shop (/h. .p/)
③相互同化：两个连在一起的音念起来不太方便，于是就互相影响，混合成为一个新的、折衷的比较好念的音。例如：would you
(/′wud9/)like to become famous?
（4）意群与停顿
在自然的语篇中，人们使用停顿把言语分成便于处理的一块块，这
些分割成的部分称意群（thought groups, tone groups or intonational phrases）。意群经常是一个有意义的语法单位，与句
子或分句相对应。例如新高中英语模块一第三单元阅读短文前几句
可以由停顿（用/表示）分为若干意群。
my name is wang kun./ since middle school,/ my sister wang wei and i / have dreamed about taking a great bike trip./ when
we graduated from college,/ we finally got the chance to do it /...（5）语调
①掌握三种常用的调型，即升调、降调和降—升调。除升、降调外，在英语中降—升调是一种出现频率很高的调型（cruttenden, 2001: 276, o’connor, 1976: 150）。
3. 掌握英国英语（rp）和美国英语（ga）之间的主要区别。
课文单词注 rp 的发音，教学拟以 rp 为教学口音，介绍 ga 的目的
是让学生了解不同口音的特点，在聆听理解中不会出现理解障碍。（1）元音差异
①当字母a 出现在辅音/f，g，s/或在“鼻音+辅音”前时，在rp 念//，在 ga 念/#/。例如：
单词 rp ga
bath /bg/ /b#g/
ask/sk/ /#sk/
dance /dns//d#ns/
②当字母 o 在词中念 rp //时，在ga念//。例如：
单词rpga
block/blk/ /blk/
quality /′kwlt//′kwlt/
但在 /g, 0, s, f,g/前，上述字母 o 虽在 rp 念//，但在 ga 不念//，而念//的长音。听起来//的长音与 rp/:/相似。
③在某些单词中 rp 和 ga 使用不同元音。例如：
单词 rp ga
clerk /klk//kl9:rk/
ate /et/ /et/
either /′h//′i:hr/
tomato /t′mt/ /t′mt/
record /′rek:d/ /′rek9:rd/
（2)辅音差异
①在 ga 中字母 r 在所有位置，即词首、词尾、元音前、元音后，
都发卷舌音。该 /r/音
【篇二：英语语音教案】
《英语语音》课程教学教案
unit 1
unit 2
unit 3
unit 4
unit 5
unit 6
unit 7
unit8
phoneme and transcription the pure vowels the diphthongs rules of reading of english vowel letters the consonants connected speech (1) connected speech (2) connected speech (3)
unit 1 phoneme and transcription
purpose:
the students will learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the same time, they will learn
to say greetings and farewell with appropriate pronunciation and intonation in english.
objectives: students will be able to :
1. define - in their own words a definition for “syllable” and “stressed
syllable”, then a definition for “rhythm” and “rhythmic pattern”;
2. compare – based on the understanding of the basic concept, compare the
degrees of stress and different rhythmic patterns;
3. practice – imitate the typical stress patterns and rhythmic patterns in
english.
activities and procedures:
1. begin by asking the class to find out how much the
students know about stress patterns and rhythmic patters in english, make sure that it serves the purpose of stimulating the students to think about the issue and have the desire to find out the answers themselves.
2. display examples by playing the recording of the native speakers showing the typical stress patters and rhythmic patterns in english.
3. ask the students to listen to the tapes to mark out the stressed syllables in words.
4. ask the students to listen to the tapes to mark out the stressed words in sentences.
5. have the students imitate the stress patterns and rhythmic patterns to experience the rhythm in speech.
6. have the students share what they have learned by reading out the practice materials in pairs.
7. have the students listen to the conversations recorded by native speakers of english and try to get the rhythmic patterns in their speech.
8. have the students practice the guided conversation. ask them to pay special attention to the stress the rhythm in speech.
9. highlight the language function in the conversation in the practice.
10. have several pairs of the students present their conversation in the class.
11. comment on the students? performance by highlighting
the achievement of the students and the efforts they need for the improvement.
12. ask the students to do more practice after class and get ready for presentation during the next session.
basic concepts: syllables, stress rhythm
in this unit, we are going to learn some basic concepts in english pronunciation. we are going to learn something about syllables, stress and rhythm in english. at the
same time, we are going to learn to say greetings and farewell with appropriate pronunciation and intonation in english.
first of all, let?s look at the syllable in english.
please listen to the following word: driveway.
now, tell me, how many syllables there are in this word? right. there are two. please listen to the following sentence: drive him away.
tell me, how many syllables there are in this sentence? right. there are four.
introduction
so. what is a syllable?
a syllable is a word part and the basic unit of english rhythm. english words can have one, two, three or even more syllables. in the word ?driveway?, there are two syllables. in the sentence ?drive him away?, there are four.
what is a stressed syllable?
in english words with more than one syllable, one of them will receive more stress than the others. stressed syllables are those that are marked in the dictionary as stressed. for example, in the word ?driveway?, the first syllable is a stressed syllable while the second syllable is not.
stressed syllables in english are usually longer, louder, and higher in pitch. listen to the following example:
syllable 1 syllable 2 (short) (long)syllable 3(short)
the word banana has 3 syllables. syllable 1 is not stressed and so is short. syllable 2 is stressed and so is long with a clear vowel sound / :/. syllable 3 is not stressed and so is also short. here is a short summary about the stressed and unstressed syllables:
stressed syllables are strong syllables. unstressed syllables are weak syllables. stressed syllables:
- are long
- have a pitch change
- have full vowel sounds.
unstressed syllables:
- are short
- often have a reduced vowel sound.
now let?s look at the rhythm in english.
we all know that correct pronunciation of the individual
english sounds is important in communication. the way the sounds are organized, however, is often more crucial for understanding. the rhythm of english, for example, is one of
the two major organizing structures that native speakers rely
on to process speech.
what is rhythm?
rhythm can be found everywhere in life: the sound of a clock, the beating of the heart, the strokes of a swimmer, and of course in poetry and music. but rhythm in language is less familiar because it is less obvious. the rhythm of a language is characterized by the timing pattern of successive syllables. in some languages, every syllable is given about the same length, while in others, syllables vary in length. in english, strong
beats are called stress -- the heart of the rhythmic pattern.
音节、重音与节奏
本单元将向大家介绍英语语音语调的基本概念, 主要介绍英语语音
的音节、重音和节奏规律。
首先，让我们先来看看英语的音节：
单词driveway有两个音节。句子drive him away有四个音节。
何谓“音节”？
音节是一个言语单位，常常比一个语音长，但比一个单词短。一个
英语单词可以有一个、两个三个或更多的音节。就像我们刚看到的
单词driveway有两个音节, 句子drive him away有四个音节。同时，音节又是英语发音节奏的最基本的单位。
何谓“重读音节”？
如果一个英语单词中拥有两个或两个以上的音节，其中一个音节会
比其周围的音节要响亮些。重读音节通常在词典中有所标注。例如，单词driveway的第一个音节就是重读音节，而它的第二个音节就是
非重读音节。
英语中的重读音节在发音过程中往往要比非重读音节要长一些，响
亮一些，同时音调也稍高一些。例如，“banana”一词有三个音节。
第一个音节是非重音，所以发音所需时间比较短。第二个音节是重读，所以元音/ :/发的比较长，清晰响亮。第三个音节同样属非重音，所以发音所需时间也很短。
可见，重读音节与非重读音节分别有以下特征：
重读音节: ⒈声音响亮⒉延续时间较长⒊音调较高
非重读音节: 1.延续时间较短 2.元音发音弱化
英语话语节奏：学会发好每一个英语音素，是学好英语语音的基础，正确的发音在语言交流中非常重要。然而，语音的组合方式对于听
者的理解也起着至关重要的作用。英语的话语节奏就是其中之一。
何谓“英语话语节奏”？
节奏在我们的日常生活中无所不在：滴答转动的钟表声，砰砰不停
的心脏跳动，游泳的划水节拍，优美诗句和音乐的韵律，这些都是
节奏的体现。话语节奏与前面我们所提到的日常生活中显而易见的
节奏不同之处在于：语言中的话语节奏不是那么明显与绝对。语言
中的节奏特征是由一连串音节的长短来体现的。有一些语言的话语
特点是：每一个音节的音长呈大致相同的趋势，这种音节彼此距离
大致相等的现象被称为“以音节定时”节奏。汉语的话语节奏就有这
样的倾向。例如，当我说：“面包加牛奶”，这里含5个音节，所需
的时间暂且定为5个时段。如果我要说：“一片面包加一杯牛奶”，
这里含9个音节，所需的时间就是9个时段。英语的话语节奏则显
不同的趋势。例如，在“bread and milk”短语中，音节数是三个，
其中“bread”与“milk”是重读音节。在“some bread and some milk”这一短语中，音节数是5个，其中重读的也是“bread”与“milk”。虽然
这两个短语的音节数不同，但是在话语中，它们所需的时间却是大
致相同的，因为它们有一个共同点：重读音节数相同。这种重读音
节彼此距离相等的现象就是“以重音定时”节奏。掌握这一英语话语
的节奏规律。对于提高我们英语口语的流利程度和自然程度以及英
语听力理解快速解码的能力至关重要。
正因为如此，我们将重音与节奏的学习放在中心与突出的位置，从
第一单元的概念介绍开始，贯穿整个语音课程学习的始终。
【篇三：高中英语优质课全英教案】
introduce a place
from module2 unit4 communication workshopi. teaching aims
at the end of this lesson, students will
1. be very interested in writing an article to introduce a place.
2. be able to use suitable person, tense, layout, sentence structures and linking words to introduce a place .
3. be proud of our capital beijing and our hometown jiaozuo and love them. ii. teaching key points and difficult points
1. teacher leads students to understand and master the layout, sentence structures and linking words effectively.
2. teacher leads students to master the way to use advanced and various sentence structures.
iii. teaching and learning methods
process-focused writing approach, group work, cooperative learning. iv. teaching procedure
1. teacher arouses students’ interests by showing some photos of some famous cities in the world, and singing the song, “welcome to beijing”.
2. teacher shows the sample article of beijing to students. this article serves as language input before writing.
3. teacher asks students questions to lead them to understand and master the layout, sentence structures and linking words effectively.
e.g. “how many paragraphs are there in the article?”
answer: (1. introduction. 2. things to see. 3. things to do. 4. ending words.) “what factors are included in the first paragraph?”
answer: (general description, location, area, population, history, climate and temperature.).
“can you find and circle the beautiful and advanced sentences in the article?” answer:
(location : 1. …is located in … 2. …lies in….
area: 1. …covers an area of… 2. ...is the second/
third/https://www.doczj.com/doc/171129112.html,rgest city in the world as regards area. etc.)
4. students work in groups and cooperate with each other to answer these questions.
5. teacher introduces the writing task “write an article to introduce jiaozuo.
6. teacher divides students into groups of six and arouses them to express the photos of jiaozuo in best possible ways according to the sentence structures in the article of beijing. meanwhile, teacher encourages students to join simple sentences together with linking words, relative pronouns, present participles, etc. to form more advanced and more various sentence structures.
7. students write the first drafts by themselves.
8. teacher stimulates students to check and correct their own drafts; meanwhile, teacher provides the standards of checking and correcting. for example, the content, the layout, the language, the linking words, the handwriting, the tense and person, the grammar and the spelling.
9. teacher divides students into groups of six and arouses them to check and correct their partners’ articles. teacher provides the standards of checking and correcting again.
10. teacher chooses two typical articles to examine before class; students learn how to check fully and effectively.
10. teacher help the students to summarize some typical and common mistakes among students’ articles, and correct and analyze them.
12. homework. polish the first draft and rewrite it.
v. after-class reflection(教后反思）
1. by singing a song to lead in, students are deeply aroused to read the sample article of beijing, but my singing is not professional and perfect.
2. the article is well designed with many good sentence structures and linking words, students can understand them by answering the questions intended for them, but the time spared for them is too limited, and they can’t fully master and practice them.
3. the time given students to write is 10 minutes, which proves relatively short and limited. i should have given them more time to write the article better.
4. the time for students to check is only 3 minutes, which proves to be too short. the checking procedure is very important in writing practice, so teachers should place more emphasis on it.